part one sample only - intermediate language …€¦ · sequence and careful gradation in ......
TRANSCRIPT
INTERMEDIATELANGUAGE LESSONS
By Emma Serl
PART ONE
Reformatted
By Cynthia Albright
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Thank you for purchasingIntermediate Language Lessons Part One
This edition of Emma Serl’s, ‘Intermediate Language Lessons,’ was reformattedand arranged into a workbook by me, Cynthia Albright.
It started out as a simple reformatting of lesson by lesson for my own children.
I kept most everything as is with a few edits and updated pictures along with roomfor the students to write directly on the page.
Dictation sheets are found in the Appendix. I made up separate dictation sheets sothat there was no need for the student to have to cover up the lesson if thedictation was to be on the same page. It also made it easier for me to give mychild the dictation sheet and I could use the book to read the selection aloud.
The Appendix also houses an extra blank sheet for lessons that require morewriting room. Instead of adding 20+ blank sheets throughout the book, I justadded one at the end that can be copied when needed or a regular sheet of ruledpaper can be used in its place. These can then be inserted with the lesson in thestudent’s notebook.
Because this is to be a more independent workbook, I added lines to the‘Conversation’ lessons and to the ‘Usage of Words’ lessons so that the student canwrite out their answers.
Just remember, that any lesson can be done orally. I sometimes have my sonanswer the questions orally in complete sentences, or I record him telling orretelling a fable or story. It all depends on where your student is at and you wouldknow best.
Don’t let the amount of lines confuse you as to how long an answer should be. Itwas my intent to have an adequate amount of space for those who write big, likemy son for instance. Also, they are to answer the questions in completesentences, but I will leave that one up to you.
Thanks again for your purchase,
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Copyright ©2010, 2012 Cynce’s Placehttp://www.cyncesplace.comhttp://www.intermediatelanguagelessons.comhttp://www.primarylanguagelessons.com
If you haven’t yet, join me on Facebook at http://www.facebook.com/CyncesPlace.
All rights reserved.No part of this document may be reproduced or transmitted in any form, by anymeans (electronic, photocopying, recording, or otherwise) without the prior writtenpermission of the publisher.
Permission is granted to print as many copies needed in your immediate familyonly.
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ORIGINAL PREFACE
The purpose of this book is to aid pupils to speak and write the English language correctly.
The book is intended especially for use of pupils in the fourth, fifth, and sixth grades. [PartOne is geared towards fifth grade] It may, however, be adjusted to suit differentconditions found in more advanced classes. If "Primary Language Lessons" was used inthe last half of the second grade and through the third, the pupil is well prepared to begin"Intermediate Language Lessons" in the fourth grade.
Attention is called to the following features: Literature studies, not only in poetry, but alsoin fine prose selections. Letter writing on subjects that appeal to child life, and includingsimple forms of business letters. Drill on correct forms of speech and words oftenmisused. Many exercises to increase the pupil's vocabulary. The making of outlines, andwriting and talking from outlines. The various forms in composition, including description,narration, conversation, dialogue, debate, and the writing of rhymes. Both reproductionand original work in oral and written composition. Sequence and careful gradation inarrangement of lessons. The careful treatment of capitalization and punctuation.Observation lessons which furnish material for talking and writing. Lessons on civicsubjects, — such as the school, the court, the state, cleanliness of streets, and neededimprovements.
The oral composition in connection with the observation lessons not only aid the pupil intelling readily and accurately what he has seen, but give him self-possession and trainhim to logical thought.
When an essential fact is taught, the pupil is given practice in using the fact again andagain, through dictation, reproduction, and original composition.
Thanks are due to authors and publishers for use of the following copyright material:Helen Keller and Doubleday, Page and Company, for the extract from "The Story of MyLife"; Little, Brown, and Company, for two poems by Helen Hunt Jackson, and one by Dr.E. E. Hale; Dana Estes and Company for two poems by Susan Hartley Swett; Our DumbAnimals, for "The Horse's Prayer"; Educational Publishing Company, for "The Music ofLabor"; The Outlook, for "The Footpath to Peace," by Dr. Van Dyke; Whitaker and Ray-Wiggin Company, for "Columbus," by Joaquin Miller. The selections from Longfellow,Whittier, Lowell, Holmes, Alice and Phoebe Cary, Lucy Larcom, Celia Thaxter, J. G. Saxe,and Frank D. Sherman are used by permission of and special arrangement with HoughtonMifflin Company.
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CONTENTSPART ONE
Preface i
Lesson Page
1. Selection For Study — The Finding Of Moses 1
2. Names Of Persons And Places 3
3. Selection For Study — The Stone In The Road 5
4. Selection To Be Memorized 8
5. Composition — A Fairy Story 9
6. Selection For Study — The Wise Fairy 11
7. Oral Composition 15
8. The Sentence 16
9. Picture Study — The Flower Girl 19
10. Composition 21
11. Use Of The Dictionary 22
12. Correct Use Of Words 24
13. Selection To Be Memorized — The Robin 26
14. Correct Use Of Words 28
15. Conversation — Birds 30
16. Composition — Description Of A Bird 32
17. Correct Use Of Words 33
18. Selection For Study — The Red-Headed Woodpecker 36
19. An Imaginary Dialogue 39
20. Words Of A Series 41
21. Paragraphs — An Indian Legend 43
22. Conversation — Indians 45
23. Composition — Indians 46
24. Titles And Abbreviations 47
25. Selection For Study — Helen Keller 50
26. Letter Writing — Helen Keller To O. W. Holmes 53
27. Letter Writing 56
28. Letter Writing 58
29. Addressing An Envelope 60
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30. Selection To Be Memorized 62
31. Dictation — The Apple Tree 63
32. Conversation — Fruits 64
33. Description — A Fruit Store 66
34. Correct Use Of Words 68
35. Selection For Study — The Barefoot Boy 70
36. Conversation — The Farmer 76
37. Possessive Form 79
38. Composition 82
39. Names 84
40. Selection For Study — Story Of The Flax 85
41. Composition — Description 90
42. Composition — The Thirsty Crow 91
43. Composition — Dialogue 93
44. Conversation — The Cat Family 95
45. Composition — Description Of An Animal 99
46. Dictation — Description Of A Lion 100
47. Narration — A Fable 103
48. Composition 105
49. Narration — A Fable 106
50. Imaginative Letter 107
51. Summary 108
52. Dictation — Quotation Marks 109
53. Meaning Of Words 110
54. Selection For Study — Don't Give Up 112
55. Contractions 114
56. Quotations 116
57. Dictation 117
58. Correct Use Of Words 118
59. Description Of A Game 121
60. Letter Writing 123
61. Picture Study — Gambols Of Children 125
62. Correct Use Of Words 128
63. The Comma In Address 136
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64. Oral Composition — A Story 139
65. Selection For Study — The Village Blacksmith 141
66. Henry Wadsworth Longfellow 146
67. Singular And Plural Forms 147
68. Selection For Study — The Wind And The Moon 150
69. Conversation — Clothing 156
70. Conversation — Cotton 158
71. Composition — Cotton 160
72. Letter Writing 162
73. Words That Rhyme 164
74. Writing Sentences 167
75. Written Conversation 169
76. Letter Writing 170
77. Possessive Form 171
78. Conversation — The Dog Family 175
79. Picture Study — The Wounded Companion 178
80. Composition — Story About Wool 180
81. Correct Use Of Words 182
82. Composition — Frisk And The Mirror 185
83. Picture Study — Shepherd And Sheep 187
84. Correct Use Of Words 189
85. Singular And Plural 192
86. Selection For Study — King Solomon And The Bees 194
87. Composition — A Story 198
88. Selection For Study — Daybreak 200
89. Dictation 204
90. Exclamations 205
91. An Autobiography 206
92. Composition — An Original Fairy Story 208
93. Composition — Two Squirrels 211
94. Conversation — Gnawers Or Rodents 213
95. Correct Use Of Words 215
96. Conversation — Money 218
97. Composition — History Of A Dime 220
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98. Picture Study — Return Of The Fishing Boats 222
99. Selection To Be Memorized — Sweet And Low 225
100. Summary 229
Appendix 230
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Intermediate Language Lessons Part One
From a painting by Delaroche
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Intermediate Language Lessons Part One 1
LESSON 1
SELECTION FOR STUDY
THE FINDING OF MOSES
Many hundred years ago, in the land of Egypt, a Hebrew mother placed her
baby boy in a tiny boat made of bulrushes and hid him among the reeds by the
riverside. She did this because Pharaoh, the king of the country, had ordered that
all the Hebrew baby boys should be killed. The mother left the child hidden there,
while his sister Miriam stood afar off to watch.
At about noon the daughter of Pharaoh went down to the river to bathe. As she
and her maids walked slowly along the bank, they saw the boat among the rushes.
Wondering what it could be, the princess bade one of her maids to bring it to her.
There in the boat of bulrushes they found the baby boy. When he cried, the
king's daughter had compassion on him and said, "This is one of the Hebrews'
children."
Then said his sister Miriam to the princess, "Shall I go and call a nurse of the
Hebrew women, that she may nurse the child for thee?"
And the king's daughter said to her, "Go."
The sister ran quickly and called the baby's mother.
Pharaoh's daughter said to the mother, "Take the child and nurse it for me,
and I will pay thee thy wages."
After the child had grown larger, he went to live with the king's daughter as
her son. She called his name Moses, for she said, "I drew him out of the water."
Read the story and then tell it.
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Intermediate Language Lessons Part One 2
Describe the picture.
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LESSON 2
NAMES OF PERSONS AND PLACES
1. From the story, "The Finding of Moses," copy:
The name of a country __________________________________________
The name of the baby ___________________________________________
The name of the baby's sister _____________________________________
The name of the king ___________________________________________
2. With what kind of letter does the name of a person or place begin?
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3. Make a rule for this use of the capital letter.
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4. Write the names of:
two countries four cities
1. _________________________ 1. _________________________
2. _________________________ 2. _________________________
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Language Lessons Part One 3
3. _________________________
4. _________________________
Interme
Write the names of:
five boys
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2. _________________________
3. _________________________
4. _________________________ two states
5. _________________________ 1. __________________________
2. __________________________
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diate Language Lessons Part One
fiv
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two celebrated men
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Intermediate Language Lessons Part One 5
LESSON 3
SELECTION FOR STUDY
THE STONE IN THE ROAD
There was once a king who lived in a beautiful palace near a little village. He
loved the people in the village and tried in many ways to help them.
But the people were selfish and did not try to help one another. The good king
wished to teach them a lesson, so he arose early one morning and placed a large
stone in the road which led past his palace. Then, hiding himself near by, he
watched to see what would happen.
Soon a woman came along driving some goats to pasture. She scolded because
the stone was in the way, and stepping over it she went on up the road.
By and by a man came, riding a donkey. He complained about the stone but
drove around it and went on his way.
Other people came and went. Each remarked about the stone, but no one tried
to move it.
At last, when the day was almost ended, the miller's boy came down the road.
Seeing the stone he halted and put down the bundle he was carrying.
"This stone should not be here," he said. "Some one might fall over it. I will
move it out of the way."
The stone was heavy, and the boy could scarcely lift it. But by repeated efforts
he at last pushed it from its place and rolled it to one side. As he turned, to
continue on his way, he saw that in the place where the stone had been there was
a bag upon which something was written. Bending closer he read these words:
"This bag of gold belongs to the one who helps others by removing the stone from
the road."
The miller's boy carried his treasure homeward with a happy heart, and as the
king returned to his palace he said, "I am glad that I have found some one who is
unselfish enough to think of the comfort of others."
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Intermediate Language Lessons Part One 6
Tell or write the story, from the following outline:
The king The miller's boyThe people The bag of goldThe stone in the roadThe people who passed
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Intermediate Language Lessons Part One 7
Read, in the last part of the story, what the king said.
1. With what kind of letter is the word I always written?
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2. Make a rule for this use of the capital letter.
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LESSON 4
SELECTION TO BE MEMORIZED
True worth is in being, not seeming;
In doing each day that goes by
Some little good; not in the dreaming
Of great things to do by and by.
For whatever men say in their blindness,
And spite of the fancies of youth,
There's nothing so kingly as kindness,
And nothing so royal as truth.
— Alice Cary
Copy the quotation and memorize it.
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Intermediate Language Lessons Part One 9
LESSON 5
COMPOSITION — A FAIRY STORY
Read the story, "The Stone in the Road," then make a similar story about a fairyand a beautiful jewel. The fairy places the jewel in a bucket far down in a deepwell, then she changes herself to an old woman and asks all who pass to drawwater for her to drink.
Make an outline of your story.
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Intermediate Language Lessons Part One 10
Tell or write the story from the outline.
Begin your story in this way.Once upon a time, a fairy …
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Intermediate Language Lessons Part One 11
LESSON 6
SELECTION FOR STUDY
THE WISE FAIRY
Once, in a rough wild country,On the other side of the sea,
There lived a dear little fairy,And her home was in a tree;
A dear little, queer little fairy,And as rich as she could be.
To northward and to southward,She could overlook the land,
And that was why she had her houseIn a tree, you understand.
For she was the friend of thefriendless,
And her heart was in her hand.
And when she saw poor womenPatiently, day by day,
Spinning, spinning, and spinningTheir lonesome lives away,
She would hide in the flax of theirdistaffs
A lump of gold, they say.
And when she saw poor ditchers,Knee-deep in some wet dike,
Digging, digging, and digging,To their very graves, belike,
She would hide a shining lump of goldWhere their spades would be sure
to strike.
And when she saw poor childrenTheir goats from the pastures take,
Or saw them milking and milking,
Till their arms were ready to break,What a splashing in their milking pails
Her gifts of gold would make!
Sometimes, in the night, a fisherWould hear her sweet low call,
And all at once a salmon of goldRight out of his net would fall;
But what I have to tell youIs the strangest thing of all.
If any ditcher, or fisher,Or child, or spinner old,
Bought shoes for his feet, or bread toeat,
Or a coat to keep from the cold,The gift of the good old fairy
Was always trusty gold.
But if a ditcher, or a fisher,Or a spinner, or child so gay,
Bought jewels, or wine, or silks sofine,
Or staked his pleasure at play,The fairy's gold in his very hold
Would turn to a lump of clay.
So, by and by, the peopleGot open their stupid eyes:
"We must learn to spend to somegood end,"
They said, "if we are wise;'Tis not in the gold we waste or hold,
That a golden blessing lies."
— Alice Cary
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Intermediate Language Lessons Part One 12
1. Explain the third stanza. What is a distaff?
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2. Explain the seventh stanza.
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3. Explain the eighth stanza.
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Intermediate Language Lessons Part One 13
4. Summarize the story of the good fairy.
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5. Who wrote this poem? _____________________________________________
6. What lesson did the author wish to teach?
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Intermediate Language Lessons Part One 14
7. Which part of the poem do you like best?
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Intermediate Language Lessons Part One 15
LESSON 7
ORAL & WRITTEN COMPOSITION
Frank and May Rogers each received two dollars for a Christmas present.
Write a story showing how one of the children spent the money foolishly, and onewisely. After, present your story orally.
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Intermediate Language Lessons Part One 16
LESSON 8
THE SENTENCE
1. A fairy lived on the other side of the sea.
2. Where did she hide lumps of gold?
3. Do not spend gold foolishly.
1. Which of the groups of words tells something? Group ________
A group of words that tells something is a statement.
2. What mark of punctuation is placed after a statement? ____________________
3. Which of the groups of words asks something? Group ________
A group of words that asks something is a question.
4. What mark of punctuation is placed after a question? _____________________
5. Which of the groups of words makes a command? Group ________
A group of words that orders something is a command.
A group of words that tells, or asks, or commands is a sentence.
6. With what kind of letter does the first word of every sentence begin?
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Intermediate Language Lessons Part One 17
A. Write five statements about "The Wise Fairy."
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B. Write five questions about "The Wise Fairy."
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Intermediate Language Lessons Part One 18
Continuing from the previous page, write the next three questions about "TheWise Fairy."
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C. Write five commands that the fairy might have given to the people, or thatthey may have given to each other.
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Intermediate Language Lessons Part One 19
LESSON 9
PICTURE STUDY — THE FLOWER GIRL
1. What story does the picture tell?
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2. How old do you think the little girl is? _________________________________
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3. From what kind of a home do you imagine she may have come?
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4. Why do you think she is selling flowers? _______________________________
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5. What do you think the boys are saying? _______________________________
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6. Do you imagine that they will buy any flowers? __________________________
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7. How do you think these boys make money? ____________________________
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8. Can you suggest another name for the picture? _________________________
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Intermediate Language Lessons Part One 21
LESSON 10
COMPOSITION
Write the story that one of the boys in the picture, "The Flower Girl," might tell hissister.
Begin it in this way:As I was going down the street I —.
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Intermediate Language Lessons Part One 22
LESSON 11
USE OF THE DICTIONARY
1. How are words in the dictionary arranged?
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2. How is the pronunciation of a word indicated?
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3. Write words containing the following sounds:
ā ă ä ȧ ē ĕ ī ĭ ō ŏ ū ŭ ç ġ ḡ ş ӯ ў
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Intermediate Language Lessons Part One 23
4. Look up in a dictionary, the following;
castlehedgecomplainsurpriseorchardmeadow
stanzadescriptionreferflaxparagraphcompassion
shelterdictationpowerfulmirrorinitialbrim
5. Copy the words, dividing them into syllables and placing marks of pronunciationas given in the dictionary. Pronounce the words.
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Intermediate Language Lessons Part One 24
LESSON 12
CORRECT USE OF WORDS
1. Did you call him?
2. Did you call me?
3. Did you call him and me?
4. Mother bought some candy for you.
5. Mother bought some candy for me.
6. Mother bought some candy for you and me.
1. Study the sentences.
2. Write a sentence containing the word me.
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3. Write the sentence again, using him and me in place of me.
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4. Write another sentence containing the word me.
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5. Write the sentence again, using you and me in place of me.
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Intermediate Language Lessons Part One 25
6. Write another sentence containing me.
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7. Write the sentence again, using her and me in place of me.
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8. Write a sentence containing the word us.
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9. Write the sentence again, using them and us in place of us.
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LESSON 13
SELECTION TO BE MEMORIZED
THE ROBIN
In the tall elm tree sat the robin bright,Through the rainy April day,
And he caroled clear with a pure delight,In the face of the sky so gray.
And the silver rain through the blossoms dropped,And fell on the robin's coat,
And his brave red breast, but he never stoppedPiping his cheerful note.
For oh, the fields were green and glad,And the blissful life that stirred
In the earth's wide breast, was full and warmIn the heart of the little bird.
The rain cloud lifted, the sunset lightStreamed wide over valley and hill;
As the plains of heaven the land grew bright,And the warm south wind was still.
Then loud and clear called the happy bird,And rapturously he sang,
Till wood and meadow and riversideWith jubilant echoes rang.
But the sun dropped down in the quiet west,And he hushed his song at last;
All nature softly sank to rest,And the April day had passed.
— Celia Thaxter
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Intermediate Language Lessons Part One 27
1. Find in the dictionary words that might be used for:
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piping ______________________________________
blissful ______________________________________
rapturously ______________________________________
jubilant ______________________________________
2. Which do you like better, the words you found in the dictionary or the ones theauthor uses?
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A single line of poetry is called a verse.
The parts into which a poem is divided are called stanzas.
3. With what kind of letter does the first word of each line of a poem begin?
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LESSON 14
CORRECT USE OF WORDS
Fill in the blanks with is or are:
1. There ____________ a tall elm tree in the meadow.
2. There ____________ a robin in the tree.
3. There ____________ green fields near by.
4. There ____________ rain clouds in the sky.
5. There ____________ a warm wind blowing from the south.
Copy the sentences, filling the blanks with was or were.
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Intermediate Language Lessons Part One 29
Use in sentences: is, are, was, were.
Begin each sentence with There.
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Intermediate Language Lessons Part One 30
LESSON 15
CONVERSATION — BIRDS
quail bluebird goldfinch heronstork meadow lark oriole flickerhawk crane owl swanduck woodpecker sparrow
1. Which of these birds are swimmers? __________________________________
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2. What kind of feet have they? ________________________________________
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3. Which of these birds have long legs and wade in the water? ________________
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4. Which are birds of prey? ____________________________________________
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5. What kind of bills have they? ________________________________________
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6. Which are seed eaters? ____________________________________________
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7. Which are sweet singers? ___________________________________________
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8. Tell what you can of the habits of these birds. ___________________________
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LESSON 16
COMPOSITION — DESCRIPTION OF A BIRD
Write a similar description of one of the birds mentioned in Lesson 15, or of someother bird that you have seen.
Follow this outline in writing:
Size NestColor SongFood Other habits
Read your description to a parent, sibling, friend, etc. and see if they can guessthe answer.
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I am thinking of a bird that is not so large as the robin. Itscolors are orange and black. It eats bugs and worms. It weaves itsnest, hanging the nest in a tall tree. It sings sweetly.
Of what bird am I thinking?
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LESSON 17
CORRECT USE OF WORDS
1. Write three sentences telling about what you have taught a dog or other pet todo.
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2. Write three sentences telling what you have learned at school.
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3. Write two sentences telling something you have learned outside of school.
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4. Write a sentence telling what birds teach their young.
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5. When is it correct to use the word learn? ______________________________
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6. When is it correct to use the word teach? ______________________________
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Use in sentences the following…
7. this bird
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Use in sentences the following…
8. that bird
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9. these birds
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10. those birds
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11. Which of the sentences refer to birds near you? ________________________
12. Which sentences refer to birds away from you? ________________________
13. Which of the sentences refer to one bird? _____________________________
14. Which refer to more than one bird? _________________________________
15. Make a rule for the use of this, that, these, those.
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LESSON 18
SELECTION FOR STUDY
THE RED-HEADED WOODPECKER
The pair of Redheads had spent a whole month in
the spring picking out a new home, for they were a
young couple and had never kept house before. The
new home was a large, clean, comfortable hole, about a
foot and a half deep, in a dying oak.
The oak had been chosen because it was near a
house, for they remembered that the people living there
had often thrown them food during the summer before;
and surely food which they would not have to dig for
was worth considering.
They were a long time in digging out their home, but
they had enjoyed the work even though it was hard.
They had taken turn about, each working some twenty
minutes.
When the house was finished, the birds were delighted with it, and it certainly
was a snug little place. To human creatures on the ground below, it looked like
nothing more than a large auger hole; but if they had taken the trouble to climb
up, they would have found the cleanest pocket of a home that they had ever seen.
In it six little ones were hatched and cared for. It was astonishing how much
those nestlings ate. The parents fed them on insects, some of which they caught
on their sticky tongues as they flew through the air, and some they had to get
under bark on dead trees. These insects they drew out with the sawlike edges of
their tongues.
— From Our Birds and Their Nestlings
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1. Write something about the red-headed woodpecker.
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2. What other birds build nests in holes which they make in the sides of trees?
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3. How does a woodpecker cling to the side of a tree? ______________________
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4. This story is divided into five parts. The first part tells about the home of thewoodpeckers.
What does the second part tell about? ______________________________
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The third part? ________________________________________________
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The fourth? ___________________________________________________
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Each of these parts is called a paragraph.
Paragraphs are composed of one or more sentences referring to the same centralthought.
Notice that the first word of each paragraph is set a little to the right of themargin.
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LESSON 19
AN IMAGINARY DIALOGUE
Robin and Mrs. Robin are trying to find a place for a nest. Robin wishes to buildin the elm tree near the barn; Mrs. Robin says she is afraid of the cat. Robinsuggests some other place, but Mrs. Robin does not like it. Mrs. Robin finds abranch in the maple tree that suits her. They begin to build the nest. Mrs. Robinbrings some horsehair, and Robin finds a few pieces of string.
Write in dialogue form an imaginary conversation between the two.
Use this form:
Robin: _____________.Mrs. Robin: ___________.Robin: ______________.
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LESSON 20
WORDS OF A SERIES
1. The canary and the meadow lark and the oriole and the bluebird can sing.
2. The canary, the meadow lark, the oriole, and the bluebird can sing.
The names of birds in sentences 1 and 2 are said to be in series.
1. What word connects the names in 1? __________________________________
2. Where are commas used in 2? _______________________________________
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3. What punctuation mark separates words of a series, when not all the connectingwords are expressed?
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Follow the directions in writing sentences below. Do not use and more than oncein any sentence.
1. Write a sentence stating four things that a robin can do.
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2. Write a sentence containing the names of five kinds of animals.
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3. Write a sentence containing the names of five kinds of fruit trees.
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4. Write a sentence mentioning any six objects.
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5. Write a sentence containing the names of the colors of the rainbow.
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6. Write a sentence containing the names of three of the states.
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LESSON 21
PARAGRAPHS
Arrange the following sentences in four paragraphs; be sure that each paragraphcontains sentences referring to one central thought:
AN INDIAN LEGEND
A priest went forth in the early dawn.
The sky was clear.
The grass and the flowers waved in the breeze that rose as the sun threw its
beams over the earth.
Birds of all kinds vied with each other, as they sang their joy on that glorious
morning.
The priest stood listening.
Suddenly, off at one side, he heard a trill that rose higher and clearer than all
the rest.
He moved toward the place whence the song came, that he might see what
manner of bird it was that could send farther than all the others its happy
notes.
As he came near, he beheld a tiny brown bird with open bill, the feathers on its
throat rippling with the fervor of its song.
It was the wren, the smallest, the least powerful of birds, that seemed to be
most glad, and to pour out in melody to the rising sun its delight in life.
As the priest looked, he thought: "Here is a teaching for my people.
"Everyone can be happy; even the weakest can have his song of thanks."
So he told to his people the story of the wren, and it has been handed down
from that day, — a day so long ago that no man can remember the time.
― From Our Birds and Their Nestlings
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LESSON 22
CONVERSATION — INDIANS
Tell what you can of the following:
Indian homesOccupations of the menOccupations of the womenEducation of the boys
WigwamsCanoesWeaponsFood — how prepared
Bring to school Indian relics, or pictures of Indian life.
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LESSON 23
COMPOSITION — INDIANS
Write a short composition about Indians. Follow the outline given in Lesson 22.
Begin the composition in this way:
Long before the white people came to America, Indians roamed here and thereover this broad country.
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LESSON 24
TITLES AND ABBREVIATIONS
President Adams Doctor Johnson Uncle GeorgeAdmiral Evans Judge Fuller Cousin Ada
1. With what kind of letter does a title begin when it is written with the name of aperson?
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2. Make a rule for this use of the capital letter.
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Words are sometimes written in a shorter way; they are then said to beabbreviated.
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1. Write the names of the months and their abbreviations.
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3. Write the name of the state in which you live and its abbreviation.
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4. With what kind of letter does the name of each day of the week and month ofthe year begin?
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5. What punctuation mark follows an abbreviation? _________________________
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6. Write the names for which the following abbreviations stand:
Rev. __________________________________________
Dr. __________________________________________
Ave. __________________________________________
St. __________________________________________
Jr. __________________________________________
Sr. __________________________________________
Mr. __________________________________________
Mrs. __________________________________________
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The Appendix is where you will find…
Extra lined sheet that can be printed if needed for longer selections
Dictation Sheets
Also found here is the fable, The Hare and the Tortoise, for lesson 87.
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LESSON 46Description Of A Lion
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LESSON 52Quotation Marks
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LESSON 54Don’t Give Up
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LESSON 57Dictation
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Lesson 87
THE HARE AND THE TORTOISE
A Hare was one day making fun of a Tortoise for being so slow upon his feet. "Waita bit," said the Tortoise; "I'll run a race with you, and I'll wager that I win." "Oh,well," replied the Hare, who was much amused at the idea, "let's try and see"; andit was soon agreed that the fox should set a course for them, and be the judge.When the time came both started off together, but the Hare was soon so far aheadthat he thought he might as well have a rest: so down he lay and fell fast asleep.Meanwhile the Tortoise kept plodding on, and in time reached the goal. At last theHare woke up with a start, and dashed on at his fastest, but only to find that theTortoise had already won the race.
Slow and steady wins the race.
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LESSON 89Daybreak
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